To successfully reach out to a diversity of learners requires substantial support. The Digest addresses some sources of support intended as a complement to and a scaffold for teachers and administrators who experiment with different ways of meeting a diversity of learning needs. It highlights ways in which classroom teachers and learning center teachers can provide curricular congruence in language arts instruction. Similar to the intent of Curricular Congruence is the changing role of the special education teacher serving as a team teacher. This inclusionary perspective helps learners with mild, moderate, and severe disabilities to be successful in the heterogeneous classroom. An important source of support for students and teachers are parent volunteers and teacher aides, especially when they are surveyed first as to the type of help they can provide. The Digest also argues for literacy-rich classrooms and flexible technological resources, especially for disabled learners. (NKA)